parry center policy and procedure manual
TRANSCRIPT
UNIVERSITY OF SOUTH DAKOTA
SANFORD SCHOOL OF MEDICINE
PARRY CENTER FOR CLINICAL SKILLS AND
SIMULATION
Policy and Procedure Manual
2
TABLE OF CONTENTS
PARRY CENTER POLICIES AND PROCEDURES ....................................... ERROR! BOOKMARK NOT DEFINED.
Confidentiality ......................................................................................................................................................... 3
Physical and Psychological Safety of Individuals Involved in Simulation .................................... 4
Separation of Simulated and Actual Patient Care Materials ............................................................. 8
Storage and Maintenance of Equipment and Supplies ....................................................................... 10
Audio and Video Recording Policy ................................................................................................................ 12
Record and Data Retention ............................................................................................................................. 15
Prioritization of Simulation Resources ...................................................................................................... 16
Quality Improvement .......................................................................................................................................... 18
Cell phone and computer usage ..................................................................................................................... 20
Scheduling and hours of operations ............................................................................................................ 22
Food and Drink ...................................................................................................................................................... 24
Simulation Equipment Use ............................................................................................................................... 25
Clean Needle Stick, Injuries, Trauma, and Health Conditions ......................................................... 27
Equipment Checkout ........................................................................................................................................... 29
Debriefing and Feedback .................................................................................................................................. 30
Dress Code ................................................................................................................................................................ 31
Participant Orientation ..................................................................................................................................... 32
Faculty Orientation ............................................................................................................................................. 33
Orientation for Non-Core Simulation Program Members ................................................................. 34
Research ................................................................................................................................................................... 38
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Confidentiality
Simulation-based training involves immersing participants into a realistic clinical
situation. This training can involve administration of simulated medications, therapies,
and communication with the patient and healthcare providers. During participation in
such a session, participants might observe the performances of peers managing simulated
patients or performing skills.
In order to create a safe teaching and learning environment for the participants, strict
confidentiality of what transpires on both clinical and interpersonal levels throughout the
exercise must be maintained.
Content Confidentiality
Simulation-based methods of teaching, especially high fidelity simulation (HFS), are
highly interactive and immersive, and their development is time consuming. Revealing
the content of the session to the participants might ruin the learning experience.
To provide equal learning opportunities to all participants, strict confidentiality of all
simulation content, regardless of simulation modality used (high fidelity, skills,
standardized patients, mixed reality, surveys, MCQ etc.), must be maintained.
Participant Confidentiality
For the learner to fully benefit from simulation experiences, the Parry Center operates as
a controlled stress environment, keeping some emotional engagement as a catalyst for
learning and preventing an excessive amount of stress that might inhibit learning. Feeling
safe and a lack of judgment if a mistake is made is crucial for effective learning.
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Participants must keep strict confidentiality of what is observed during simulation
sessions.
Faculty Confidentiality
To provide a safe learning environment for participants and other faculty and staff, all
faculty and staff must maintain strict confidentiality of the simulation content and
observed events and behaviors.
Standardized Patient Confidentiality
Standardized Patients agree that they will not disclose any information related to the
Parry Center programs.
Non-compliance with the Parry Center “Confidentiality Policy” is considered a
professional and academic misconduct and will result in an immediate administrative
corrective action.
Each room in the Parry Center is equipped with a digital audio/video recording system.
The A/V component of the Confidentiality Policy is covered in a separate document.
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Physical and Psychological Safety of Individuals Involved in Simulation
Simulation is an immersive method of teaching that involves interaction among the
participants, and between participants and simulated and real equipment. This presents
potential physical and psychological hazards to the participants.
To ensure physical safety of individuals involved in simulation:
1. All real and simulated equipment is inspected by a Simulation Training
Technologist or Simulation Specialist prior to the session.
2. Before the session, participants are oriented to simulators and their
appropriate use. The details of orientation might vary depending on the prior
exposure to the equipment.
3. During simulation, participants are observed by simulation faculty and staff
to prevent inappropriate use of equipment and supplies.
4. As the simulation environment changes during simulation activities,
participants should keep fall, electrical, and medication exposure
precautions.
5. Participants, faculty, staff, standardized patients, and all individuals involved
in simulation are referred to the South Dakota Board of Regents policy
Number 1:17.1 aimed to prevent all forms of assault and abuse
(https://www.sdbor.edu/policy/1-Governance/documents/1-17-1.pdf)
6. In case of weather and biological hazards, fire, active shooters, and other
emergencies, all simulation participants are required to act in accordance
with the corresponding USD rules and procedures.
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To ensure psychological safety of individuals involved in simulation:
1 All simulation sessions are designed to create a controlled-stress, rather than
stress-free, environment utilizing the scientific finding that controlled
amounts of stress improves engagement and long-term knowledge and skills
retention.
2 During scenario and/or course development, the stress level that an average
participant might experience in the scenario is estimated and adjusted to the
non-overwhelming level. While conducting the simulation, simulation faculty
and staff evaluate the participants’ responses to the simulation and adjust
the stress level by removing or adding help prompts as appropriate.
3 To enhance learning and prevent psychological trauma, simulated patients
do not die in the simulation unless dealing with the patient’s death is a
learning objective. In case participants’ interventions might cause the death
of a patient in real life, to keep the realism of simulation, the scenario is
stopped right before the virtual patient dies. The session facilitator will than
either allow the participants to replay the scenario and take a different
course of action, or will address it during debriefing.
4 During debriefing, the facilitators will use debriefing techniques that are non-
judgmental, engaging, and allow for participants’ self-reflection.
5 During debriefing, to ensure participants comfort and safety, facilitators
remind the participants of the Parry Center confidentiality policy (see
“Confidentiality Policy”)
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In case of sustaining a physical injury before, during, or after simulation procedure,
or while on the Parry Center premises, an individual is required to fill out an
accident report in accordance with the University of South Dakota regulations.
In case of sustaining a psychological injury as a result of simulation, an injured
individual is required to fill out an accident report in accordance with the University
of South Dakota regulations. Such individual will then be referred to a free or paid
counselor that is available at all main campuses.
Students may be assured that their contacts with counseling services will be kept
confidential. The only exception to this policy would be:
• If a student should express a serious intent to harm him/herself or someone
else
• In situations in which child abuse or child neglect is known or suspected.
To obtain a referral, students should contact:
Student Professional Support Services
Cathy Logue, RN, MA
Sanford School of Medicine
The University of South Dakota
414 East Clark Street
Vermillion, SD 57069
(605) 658-6333
Separation of Simulated and Actual Patient Care Materials
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Simulation in healthcare is often called a “mixed simulation reality” because it
contains a combination of actual and simulated equipment. While this is beneficial
in a simulated environment, it could pose a danger if a simulated medication or
piece of equipment is erroneously used in actual patient care.
To provide patient safety and prevent the use of fake simulated medications and
equipment, the Parry Center takes the following precaution measures:
1. All equipment, medications, and supplies that are not expected to be used for
real patients (simulated, fake, outdated actual medications and supplies, non-
sterile actual) are clearly labeled as “SIMULATION USE ONLY.”
2. Only simulation staff and faculty are allowed to access the supply storage
room and remove equipment, medications, and supplies. All three doors to
the supply room are locked and labeled with a sign that prohibits
unauthorized removal of the supplies.
3. During simulation, participants are reminded not to withdraw any materials
or supplies from the Parry Center as it may endanger patients if they are
used in place of actual materials or supplies.
4. Actual equipment, such as IV bags, is labeled as soon as they are open and/or
their content is replaced with a non-actual substance (i.e. tap water).
5. To ensure participant’s safety during simulation activities, the Simulation
Training Technologist and/or Simulation Specialist inspect all equipment
and supplies prior-to and after the session. After the session, all re-useable
equipment is cleaned and returned to its storage place. This constitutes daily
maintenance of equipment and supplies.
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Storage and Maintenance of Equipment and Supplies
Simulation-based teaching involves various simulated and actual equipment and
supplies.
The Parry Center has been built with flexibility to meet storage and usage needs.
Some equipment is stationary and has a fixed storage place that, in most conditions,
is its place of use.
1. Patient exam tables in the patient exam rooms
2. SP and examiner’s PC
3. B-Line cameras and microphones
4. Laerdal SimMan 3G and patient beds
5. Polycom systems
Stationary equipment can be moved to another place for a temporary storage if
needed. To ensure proper management of the equipment at the time of relocation,
movement should be performed and/or supervised by the Simulation Training
Technologist or Simulation Specialist.
Some equipment is kept in the designated equipment and supply storage room as
well as in the secure lockers in the Task/Debrief and DAKOTACARE classrooms.
Only simulation personnel may remove supplies from their storage location (please
see “Separation of Simulation and Actual Patient Care Materials” policy).
To ensure participants’ safety during simulation activities, the Simulation Training
Technologist and/or Simulation Specialist inspect all equipment and supplies prior-
to and after the session. After the session, all re-useable equipment is cleaned and
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returned to its storage place. This constitutes daily maintenance of equipment and
supplies.
All equipment and supplies are inspected by the Simulation Training Technologist
and/or Simulation Specialist on a quarterly basis or right before and after the
course that requires extensive use of given equipment.
All maintenance (except daily maintenance) and repair procedures are logged into
the maintenance and repair file.
All high fidelity mannequins (Laerdal SimMan 3Gx2, Sim NewB and PedSim) are
covered by a Laerdal warranty, preventative maintenance (PM), and loaner
program.
Once a year, all Laerdal simulators are inspected and serviced by a certified Laerdal
technician. If needed, simulators are shipped to the Laerdal facility after being
replaced by a simulator loaned from Laerdal.
In between PM services, if simulators malfunction, the Simulation Training
Technician and Simulation Specialist inspect them, and, if the malfunction can be
repaired at the Parry Center, they make an attempt to repair it.
If needed, the Simulation Training Technician or Simulation Specialist will call
Laerdal technical support for stepwise guidance.
If repair attempts at the Parry Center fail, the Parry Center will utilize its warranty
and the loaner program.
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Audio and Video Recording Policy
The Parry Center has the capability of displaying a variety of media. The patient
exam, simulation and task/debrief rooms, DakotaCare classroom, and the lobby are
equipped with multiple cameras and microphones that constitute the B-Line™
system, and can record and live-broadcast any activity in the room(s).
The B-Line™ cameras and microphones have live-feed capabilities that allow B-
Line™ users with administrative privileges to observe real-time and recorded
encounters from on or off-campus computers.
Additionally, DakotaCare and other classrooms are equipped with the stationary
Polycom audio/video recording and broadcasting capabilities.
If educational needs require it, the Parry Center utilizes portable audio/video
recording devices such as video camcorders, GoPro cameras, and tablet and laptop
computers.
Audio/video materials are recorded for educational and research purposes,
debriefing opportunities, developing multimedia-rich instructional materials, and
for presentation purposes.
The audio/video recordings are stored in digital format on the B-Line™ server,
and/or local USD password-protected computer hard drives.
If a portable electronic device is used for creating a video/audio recording, the
recording should be immediately transferred from the removable media to the
secure storage device.
Students, faculty, and staff may be granted access to a recording if it is required for
educational purpose.
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If the need occurs for a student to view another student’s video, appropriate consent
should be obtained.
The confidentiality agreement signed by all Parry Center users protects their
privacy and prohibits discussion of the video content or simulation participants’
performances in simulation scenarios.
Any unauthorized access, viewing, or posting of audio/video recordings outside of
the teaching facility is illegal and will result in an administrative action.
Students’ audio/video recordings are securely stored on the B-Line™ server and/or
local password-protected USD computer(s) until their graduation.
Research-related audio/video recordings are stored and accessed as per project-
specific IRB approved protocols.
Audio/video recordings portraying resident and practicing physicians as
participants of simulation-based training are securely erased immediately after the
training, unless they need to be kept for research purposes. In the latter case, they
are handled in accordance with project-specific IRB-approved protocols.
Audio/video materials that were developed for teaching or presentation purpose
can be securely stored indefinitely.
The Director of the Parry Center must approve any audio/video use that is not
explicitly covered by this policy, with consultation as appropriate by the governing
bodies (Parry Center Advisory Board, Office of Medical Education, Human
Resources, Dean’s Office, etc.).
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Record and Data Retention
The Parry Center for Clinical Skills and Simulation generates and records a
significant amount of data that includes but is not limited to: audio/video recording,
survey results, student evaluation and assessment results, and faculty and
standardized patient evaluations.
If data collection is performed via paper-based instruments (assessment checklists,
quizzes, etc.), all data is digitized and hard copies immediately destroyed as per USD
protocol of disposal of sensitive information.
Data storage and retention is performed in compliance with the corresponding USD
and Sanford School of Medicine policies.
Audio/video recordings are retained in accordance with the Parry Center
audio/video policy.
All research related data is retained in accordance with the project-specific IRB
approved protocols.
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Prioritization of Simulation Resources
To ensure educational value of the Parry Center services and their alignment with
USD SSOM mission and vision, the Center’s activities are prioritized in four tiers:
Tier 1 – USD Sanford School of Medicine
Tier 2 – USD School of Health Sciences
Tier 3 – Residency Corporation
Tier 4 – CME and external customers
After receiving a request, the Parry Center’s director, faculty, and staff assess the
request based on the following criteria:
1. Part of required curriculum
2. Part of elective curriculum
3. Tier status
4. IPE status
5. Quality of content and assessment tool
If needed, the director consults with the designated Advisory Board members who
serve as filters to ensure quality of simulation proposals:
USD SSOM Dean of Student Education
USD School of Allied Health Sciences Dean of the USD School of Health Sciences
Residency Corporation Associate Dean of Graduate Medical
Education
CME and external users Executive Dean and Dean of Faculty
Affairs
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After the priority level of the requested activity is determined, the activity is
scheduled accordingly.
During scheduling, the Parry Center’s faculty and staff work together with the
content experts on identifying the best simulation modalities and teaching methods
to achieve learning objectives of the requested activity.
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Quality Improvement
In alliance with the Parry Center’s mission and vision to provide innovative
simulation-based education, research, and performance assessment across the
continuum of education for the variety of users, the Parry Center actively
contributes toward quality improvement initiatives identified by the USD Sanford
School of Medicine (USD SSOM). These activities stem from areas identified to
position the USD SSOM for national recognition as a simulation center of excellence.
To contribute to the PC QI process, Center staff members participate in project and
curriculum committees that develop, implement, and evaluate teaching activities.
1. Simulation scenarios/training sessions and courses are developed in
collaboration between subject and simulation experts and are based on the
results of the assessment of the trainee’s educational needs and the goals of
the curriculum.
2. Each scenario/training session has defined learning objectives and critical
performance indicators (CPI) that are evaluated with the use of student
satisfaction surveys, pre- and post-activity tests, case-specific checklists, or a
combination thereof.
3. Based on the feedback, clinical faculty and simulation staff identifies areas of
improvement, tests and implement the change, and re-evaluates the results.
4. At the end of the academic year, or at the end of the course, each simulation
course undergoes evaluation and revision based on the collected data and
feedback provided by the participants, simulation staff and faculty.
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5. To ensure quality of teaching is up to the standards established by the
Society for Simulation in Healthcare (SSIH), simulation facilitators undergo
assessment and feedback by participants or simulation staff.
6. Course evaluation results are reported to the Office of Medical Education
(OME) and to the Parry Center Advisory Board (PCAB) with obtaining
productive feedback.
All complaints and suggestions, regardless of category level, are taken very seriously
by the faculty and staff of the PC, with continued weekly discussions until a
successful resolution is reached. Utilization of learner feedback and participants’
performance analysis enables PC to identify ways to improve course planning,
simulation course integration, debriefing, and access to course materials.
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Cell phone and computer usage
The Parry Center for Clinical Skills and Simulation by its virtue operates in a
computerized environment. All computer and technology usage at the Parry Center
is governed by the USD SSOM computer use policies and procedures.
Due to simulation specifics, there are additional regulations with regard of using
computer technology and cell phones at the Parry Center.
All computers that a part of the B-Line™ system should be used by students and
faculty only for their designated purposes (student evaluation, filling out surveys
etc). Visiting non-work related websites, checking work and personal emails, and
installing unauthorized software is strictly prohibited. Inappropriate use of the B-
Line™ computer might compromise the Parry Center’s operations and require costly
and labor intensive repairs. Usage of B-Line™ computers is monitored by the USD IT
services and non-compliance with this policy will result in an administrative action.
Faculty and participants in the Parry Center are encouraged to refrain from using
cell phones for non-emergencies as it might interrupt simulation sessions. In case of
emergency or a patient care related issue, students and faculty are advised to step
out of simulation theater in order to carry on the conversation.
Students and simulation participants are allowed to use their personal cell phones,
tablets and computers, or designated Parry Center electronic devices to look up
case-related information only if approved by their teaching faculty.
To ensure uninterrupted use of the B-Line™ system during major educational events
such as the High Stakes OSCE, the Parry Center personnel communicates with the B-
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Line™ manufacturer and the USD IT department requesting that no system
modification or updates are performed within two weeks prior to the event.
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Scheduling and hours of operations
The Parry Center for Clinical Skills and Simulation provides its services for the USD
Sanford School of Medicine, School of Health Sciences, Residency Corporation,
practicing providers, and external users.
The Parry Center’s regular hours of operations are Monday through Friday from
8:00 am until 5:00 pm (7:30 am till 4:30 pm during the summer). The Center is
closed on official university holidays.
Any after-hours or Saturday activity requests must be approved by the Director of
the Parry Center.
As the Parry Center works with a busy operational schedule, it is important to
follow the proper scheduling procedure.
To schedule a simulation activity at the Parry Center, an event request should be
submitted (see below).
In addition to the date and time of the activity, the following information is
requested in the scheduling form:
1. Institution
2. Contact person
3. Learning objectives
4. Space allocation
5. Equipment and supplies
6. Teaching faculty list
7. Type and number of students
8. Standardized Patient requirement
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9. Outcome measure instrument
10. Audio/video requirement
Based on the tier of priority, the request will be approved or disapproved by the
Director, who might consult as appropriate with the governing bodies (Parry Center
Advisory Board, Office of Medical Education, Dean’s office etc.).
If the requested activity is approved, the submitted request serves as the starting
point of preparing for the activity.
The Parry Center faculty and staff will work with the requestor to ensure the best
educational opportunity for the participants and compliance with the Society for
Simulation in Healthcare standards.
As the Parry Center’s schedule is very busy, it is the best practice to schedule
activities at least six months ahead.
It is important to schedule activities that require Standardized Patients (SP) early
since their availability might vary, and their recruitment and training requires
additional time.
Requests of simulation activities requiring SPs submitted within a three week or
shorter notice are considered a short notice and are not guaranteed.
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Food and Drink
The Parry Center for Clinical Skills and Simulation provides an environment for
didactic, interactive teaching, and extracurricular events, which may include food
and non-alcoholic drinks.
Food and drinks cannot be used in the high fidelity simulation rooms under any
circumstances.
Food and drinks are allowed only in the Task/Debrief room if the room is not in use
for educational activities.
With the Parry Center staff permission and special arrangements, food and drinks
can be used in the Dakota Care and Task/Debrief rooms.
Catered food is served in areas as designated by the Parry Center staff.
Any outstanding arrangement that is not covered by this policy must be approved
by the Parry Center Director.
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Simulation Equipment Use
Simulators and task trainers are expensive and require respectful use. The following
describes the rules of all simulation equipment use.
1. Prior to each training, all participants and faculty must be instructed by the Parry
Center staff on the appropriate use of simulation equipment.
2. Performing any invasive procedure must be discussed with, and approved by, the
Parry Center staff.
3. No adhesive pads or tape should be used on the simulation equipment at any time
unless approved by the Parry Center staff.
4. Ink pens, felt-tipped markers, iodine, betadine, KY jelly, and printed materials are
not allowed near mannequins and other simulation equipment under any
circumstances; These items PERMANENTLY stain the equipment.
5. All mannequins must be treated with the same respect as live patients.
6. If water-soluble lubrication needs to be used for intubation, the lubricant should
be obtained from the Parry Center and the tube should be sprayed. Spraying the
mouth of the mannequin or intubation trainer is not allowed as it spreads into the
simulated lungs and cannot be cleaned out.
7. Hand washing and using gloves must be practiced while using simulation
equipment. This helps keep the equipment clean, and reinforces clinical standards of
practice.
8. Simulation equipment and supplies may be removed from the storage and
simulation areas only by Parry Center staff.
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9. Any simulation equipment malfunction must be immediately reported to the
Parry Center staff.
10. If in doubt about how to use equipment appropriately, participants and faculty
must consult with the Parry Center staff.
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Clean Needle Stick, Injuries, Trauma, and Health Conditions
In accordance with the Center for Disease Control (CDC), all sharps must be handled
safely and disposed of properly.
In the event of a “clean” needle stick, the Parry Center staff and teaching faculty
need to be notified immediately. The teaching faculty or coordinator must fill out a
report to the Public Safety.
In the event of contaminated needle stick or other environmental hazards,
participants must follow the corresponding infectious & environmental hazards
policy:
- Immediate decontamination using proper first aid
- Immediately notify Employee Health/Infection Control personnel and seek
immediate treatment at the nearest ER
- For advice call Sanford Health 24/7 Exposure Hotline: (605) 366-5251
during work hours or (605) 333-1000 during afterhours and ask for
Infection Control Nurse.
- Reporting:
o Campus Dean
Sioux Falls: Dr. Tim Ridgway (605) 357-1360
Rapid City: Dr. Matthew Simmons (605) 394-5105
Yankton: Dr. Lori Hansen (605) 668-3065
o FARM program: Dr. Susan Anderson (605) 360-7461
o All other: Dr. Paul Bunger (605) 658-6300
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o Billing: Kay Austin (605) 658-
6304
In the event of an injury, trauma, or other health condition that requires medical
attention, the Parry Center staff must call 911 or refer the participant to the ER or a
physician.
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Equipment Checkout
Use of Parry Center simulation equipment outside of the Parry Center must be
approved by the Parry Center Director.
During checkout, the borrower must complete the checkout form that identifies the
borrower, date and time of the checkout, the borrowed piece of equipment, the
intended equipment use, and the return date and time. The form must be signed by
the borrower and the Parry Center staff.
The department checking out simulation equipment assumes full responsibility for
any damage or loss of the equipment, and is financially responsible for its repair or
replacement.
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Debriefing and Feedback
Debriefing is an important part of simulation-based education, as it provides the
reflective experience to the participants.
A designated teaching faculty performs debriefing along with the assistance of the
Parry Center faculty and/or staff if needed.
The debriefing should be:
1. Constructive
2. Non-judgmental
3. Respectful
4. Engaging
5. Allow for student’s self-reflection
6. Enhancing future clinical practice
7. Informative
The Parry Center faculty and staff provide feedback to the teaching faculty on their
debriefing performance and update them on the Society for Simulation in
Healthcare standards for effective debriefing and feedback.
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Dress Code
All participants of the Parry Center adhere to the same clinical dress code as they
would for their respective discipline.
Participants performing mandatory clinical skills at the Parry Center are expected to
come prepared with proper clinical attire, stethoscope, and a watch with a second
hand.
If a participant is expected to perform as a Standardized Patient (SP) in the scenario
that involves physical examination, he or she might be advised to dress accordingly
to ensure modesty and comfort.
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Participant Orientation
To maximize benefits from training, the Parry Center provides an appropriate
orientation to the participants.
A comprehensive orientation that includes technical details of simulator use, ground
rules and principles of simulation education, and a brief “warm-up” activity are
performed during the first simulation event of the USD SSOM or School of Health
Sciences curricula.
Prior to each simulation session, participants are refreshed on the technical aspects
of simulation and rules of engagement, and informed on the learning objectives of
the given session.
If needed, participants are provided with the session pre-reading materials.
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Faculty Orientation
All teaching faculty receive orientation about Parry Center policies and operations,
simulation equipment, principles of simulation-based education, and student
debriefing at the beginning of their work at the Parry Center.
Prior to each simulation session, teaching faculty and Parry Center staff review
scenario content and its learning objectives as well as the main debriefing points.
Parry Center faculty and staff participate in conducting simulation and assist
teaching faculty with debriefing.
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Orientation for Non-Core Simulation Program Members
In addition to the Parry Center staff and faculty, there are clinical and basic science
faculty, standardized patients, and administrators involved in simulation sessions.
To comply with the core simulation principles of teaching and learning using
simulation, the non-Core Simulation Program members are oriented in their roles.
Faculty Orientation
Faculty orientation consists of orienting about:
1. Faculty role in simulation session
2. Principles of teaching and learning with the use of simulation
3. Learning objectives of the simulation session
4. Content of the scenario
5. Debriefing methodology and plan
6. Evaluation and feedback tools to be used
Simulation sessions are usually conducted by the team consisting of a simulation
specialist or simulation training technologist, and basic science and clinical faculty.
Most non-Core program members have prior experience with healthcare simulation.
In this case, the scenario, teaching and debriefing plans, and evaluation tools are
emailed to the members prior to simulation. On the day of the simulation, the entire
team of non-Core and Core simulation members meets together to rehearse the
training.
For non-Core program faculty members with no prior experience with simulation,
the orientation consists of an in-person meeting prior to the course. The faculty is
educated about principles of interactive teaching and learning with the use of
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simulation. Faculty is taught different engaging techniques that promote the
suspension of disbelief and immersion into the situation. The faculty is trained how
to consistently deliver high quality teaching to all learners and how to obtain
feedback if learning has occurred.
Before an inexperienced non-Core member is involved in teaching, he/she shadows
a more experienced faculty. Then, the new faculty is observed by an experienced
faculty in a session and receives immediate feedback. After consistently
demonstrating adequate performance, the new non-Core faculty is considered
proficient.
Some programs, such as the High Stakes OSCE, require a large number of
faculty/examiners and are stricter with the training requirements. For such
programs, all examiners receive OSCE patient scripts and student grading forms
several weeks prior to the event. The faculty must familiarize themselves with the
script and the assessment checklist. At the in-person training within a week of the
event, the OSCE director goes over the script details with the faculty and highlights
the most important parts. Next, the faculty member observes a video recording of
the student interacting with a standardized patient, grades the accuracy of
portraying the patient, and grades the student’s performance. Finally, the faculty’s
grading is examined and the faculty receives immediate feedback on their
performance as an examiner.
Standardized Patients
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A standardized patient is a person who is trained by script to portray a disease or
medical condition.
There are several types of standardized-patient based simulations, which require
different orientation and training.
The simplest form of the SP-based training is the one that does not require a script,
and in which students are only performing a physical examination. This type of
training requires minimal orientation and only involves a reminder of the session
dress code and ethical aspects of SP-student interaction.
The SP-based encounters in which actors have abnormal physical findings, such as
murmurs, shunts, scars, or have medical conditions, require similar training to the
physical exam-type sessions.
OSCE-type SP-based simulation events require SP training in three main areas:
1. Knowledge of the script and correct delivering past medical history
2. Consistent evaluation of student performances
3. Correct simulating signs and symptoms of the condition
For the High Stakes OSCE, SPs are selected based on the case demographics, SP
availability, and the level of their experience. Then, the standardized patient
coordinator sends the script to the SPs for memorizing, and schedules an in-person
group script training approximately one month prior to the event. After script
training, SPs undergo a clinical training, in which they act in their roles and clinical
faculty plays a role of the student. Clinical training typically takes place within two
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weeks before the high stakes OSCE event. After the event, the faculty and SP debrief
in order to identify areas of improvement.
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Research
The USD SSOM Parry Center for Clinical Skills and Simulation encourages academic,
interprofessional and collaborative practice (two or more professions) research.
Any research activities that require use of the Parry Center and its resources and/or
time from its faculty should be approved and coordinated with the Parry Center
Director. The protocol for any scheduled research should be approved by the Parry
Center Director.
In making his decision to approve or reject the proposal, the Director might consult
with the other faculty with significant research experience regarding the merits of
the proposed activity.
A minimum of three to six months lead time is required for coordinating and
scheduling research-related activities.
Scheduling must be performed in accordance with the Parry Center’s scheduling
policy.
The Parry Center adheres to the USD policies and procedures for research that
include but are not limited to:
1. All studies that meet the definition of human research require an approval from
Institutional Review Board (IRB), whether full, expedited, or exempt.
http://www.usd.edu/research/human-subjects-protection
2. Prospective researchers must complete Human Subjects Protection training
through the Collaborative Institutional Training Initiative (CITI) training and have
their certification current.
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3. The policy on the use of protected health information (PHI) in research covers all
aspects of conducting research at the Parry Center. Primary investigators (PIs) are
encouraged to review them.
The initiating investigator must submit a copy of the IRB approval to the Parry
Center Director.
All publications and presentations resulting from the projects that use the Center’s
recourses must acknowledge the Parry Center.
Compliance with this research policy is monitored and enforced by the Parry
Center’s Director.
In case of human rights violation or non-compliance with this policy, the Parry
Center Director suspends the project until a formal institutional investigation is
completed.